Unit 5

HEREDITYTeacher Notes

Details for how to best implement

this curriculum in your classroom

Created by: It’s Not Rocket Science®

1- Implementation• Read First (this document) with 12 pages

of teacher notes for how to implement this curriculum– Includes links to YouTube video lectures for

each set of PowerPoint notes on page 15

• Lab Details – 10 additional pages with tips for setting up activities

• Distance Learning Tips• NGSS Alignment Overview• Unit Plans for CP and Honors, both 50-

minute and 90-minute (block) pacing + editable versions

• How to Write a Great Study Guide pdf

2-Packets• Two packets, differentiated

for CP (49 pages) and Honors (51 pages), of all student handouts for the entire unit including: – Cornell note outlines,

activities, labs, projects, and practice

• Packet answer keys• 4-page guide to accessing

and using the paperless digital version of the packets through Google Drive™

3-Notes• Concept 1 CP Notes: Mendelian

Genetics – 17 slide ppt• Concept 1 Honors Notes: Mendelian

Genetics – 20 slide ppt• Concept 2 CP and Honors Notes:

Complex Inheritance Patterns – 19 slide ppt

• Concept 3 CP and Honors Notes: Mutations and Pedigrees – 19 slide ppt

• Concept 4 CP and Honors Notes: Genetic Engineering – 18 slide ppt

**All ppts have editable text and are fully animated in presenter mode**

4-Activities• 6 Dinosaur Genetics

Challenge Stations– 5 different versions PLUS

paperless digital versions included AND answer keys

• Popsicle Stick Babies Assembly slides

• 6 QR-Code based complex inheritance pattern station cards + editable version

• 5 QR-Code based genetic disorder station cards + editable version

• Research and Report activity slides

5-Assessments• Punnett Square Quiz – differentiated for CP and Honors• Complex Inheritance Patterns Quiz – differentiated for CP and Honors• Unit 5 Test CP – Versions A and B (Multiple choice rearranged)

– 5 page test of multiple choice and open response + 3 page answer sheet• Unit 5 Test Honors – Versions A and B (Multiple choice rearranged)

– 5 page test of multiple choice and open response + 3 page answer sheet

*All assessments come with an editable version and detailed answer key*

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Included by Folder in Zip File:

Teacher Notes:Overview:

This unit is designed to be everything you need to teach a heredity unit in a high school Biology 1 course. Content covered includes: Mendelian genetics, monohybrid and dihybrid Punnett squares, complex inheritance patterns, mutations, genetic disorders, pedigrees, genetic engineering, and biotechnology. This product includes PowerPoint notes (with corresponding lecture videos), a packet of student handouts for all activities, labs, practice, and projects, 2 quizzes, and unit tests. Everything is provided for two levels – CP (College Prep, or “on grade level”) and Honors (advanced). The student packets also come in paperless digital versions that can be used in Google Drive™ and/or Microsoft OneDrive™.

Packet instead of Interactive Notebook:

I started creating packets for my students over six years ago, and I love them so much more than interactive notebooks. While interactive notebooks are great resources that work for many teachers, I have found the packet strategy to be a more appropriate tool for using in the secondary classroom setting with my students. I love using the packet for many reasons:

1. I only have to make copies one time each unit instead of copying handouts every day. Even though it takes a while to copy the packets for each student, it saves so much time on a day to day basis. (Also I’ve often recruited seniors to be my “Teacher’s Aide” and have trained them to copy all of my packets for me. I haven’t seen a copier in YEARS and it’s glorious!) You can also now go DIGITAL and PAPERLESS with the Google Drive™ version of the packet, if you prefer!

2. It puts responsibility back on the students to maintain their biology binder with their packet, while also aiding them in practicing organization skills. It has been incredibly effective for my lower level students especially. Even though it is a lot of papers to receive at once, I can watch them put it in their binder and leave it there, rather than having to hang on to numerous individual papers passed out each day. It has really eliminated the need for a textbook too, so students really only have to remember to bring ONE thing to class – their binder with their packet!

3. It makes it so easy to be absent last minute. If you or your child gets sick, sub plans are a breeze. You don’t have to send your teacher neighbor to make copies for you – because your students already have everything they need. You just have to tell the sub which pages the students need to work on for the day. It was especially helpful for my long-term substitute when I was on maternity leave!

4. The structure of the packet provides a more helpful method than interactive notebooks in preparing students for college – which should be one of our goals as high school teachers. The packet helps students learn how to structure notes (one of the reasons why I love teaching them how to write Cornell notes) and how to stay organized.

5. They are a time saver in so many ways – no more time wasted regularly passing out handouts or having to cut and paste things into a notebook.

6. Students do a better job keeping up with returned graded work because every page is numbered, so they can put graded assignments right back into the packet where it came from, setting them up to more likely refer back to graded work as they study.

7. You no longer need a filing cabinet – you can keep all of your curriculum and keys organized into easy to grab binders! See picture on page 15.

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In short…The best statistical evidence I have in support of why I love the packet strategy so much is that I had a 96% pass rate on my state’s standardized End-of-Course Biology exam for non-Honors students and a 100% pass rate for Honors students, using this same strategy in my Biology 1 course. This was at a South Carolina public school with over 50% of the students being below the poverty line. My average score on the EOC (all 200+ students combined that I taught during my time there) was a 90%. I believe this success is due to multiple factors, but I attribute a lot of it to the packet-based curriculum I have designed. Honestly, I could go on and on about the packet as an organizational resource and why I love it so much, but I think you will find that you feel the same if you choose to test it out!

Next Generation Science Standard Alignment:This unit covers content related to the following NGSS Standards:• HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding

the instructions for characteristic traits passed from parents to offspring. • HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may

result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

• HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

You can find more information about the incorporation of the crosscutting concepts, science and engineering practices, and suggestions for teaching with phenomena in the “NGSS Alignment” document in the Implementation folder.

Prior Knowledge: This is the fifth unit I teach in Biology to kick off my second semester after winter break, so I would expect students to have prior knowledge on topics covered covered in my Biology Basics unit (including basic lab equipment, safety, measurement, experimental design, water properties, and macromolecules), my Cells unit (including cell theory, organelles, transport, mitosis and cancer), my Energy Flow unit (including enzymes, ATP, trophic pyramids, photosynthesis, and cellular respiration), and my Genetics unit (including DNA structure and replication, protein synthesis, and meiosis). I also do not presume that all of the students in my course have a solid background in learning through the NGSS style. Because of this, I try to scaffold how I instruct my students throughout the year. At the beginning of the year with my freshmen I provide a lot more support and guidance as we move towards greater autonomy and critical thinking skills by the end of the year. You will see this reflected in the way this 5th

unit is designed vs. how other units of mine are designed.

When to use: This is designed to be the fifth unit in my biology course, but it doesn’t have to be in yours. I believe the resources I have provided in this product are everything you need to teach this unit. However, if you know that your students don’t have the prior knowledge I’ve mentioned above, or if you teach through a section of this unit and realize your students want to go deeper or need more support, you may need to make some additions for your students. Every class is different and some will need more support than others – and that is totally okay! An editable version of the student packet cannot be provided, due to the reasoning detailed in the product description, but you can easily add pages manually prior to copying the packet for your class.

Teacher Notes:

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Assessment: I did not include point values on any of the handouts in the packet in order to provide you the freedom to grade things how you so desire. On the next few pages I am going to provide you an overview of my grading strategy for you to reference. Feel free to adopt this or do entirely your own thing. It is completely up to you!

After much research and number crunching over the last few years, this is the simplest and most accurate grading technique that I have come up with. I divide my gradebook into two simple categories: MAJOR grades and MINOR grades. Within each category, different assessments are worth different amount of points based on length, depth, and complexity. Below I will give you an idea of what goes into each category.

Major Grades = 60% of the student’s overall grade• Tests = 100 pts

– Unit 5 only has 1 test, which would count as a 100 pt major grade.• Quizzes = 25 pts

– Unit 5 has two quizzes, which would each count as 25 pt major grades.• Projects = 50-100 pts

– I like to do at least 1 project per quarter to give students an opportunity to show their understanding of the content in a non-traditional way. For this unit I grade the Project: Genetic Disorder Research as a 100 pt major grade.

Minor Grades = 40% of the student’s overall grade• Activities/Labs/Practice = 10-100 pts

– The amount of points I give students is completely dependent on the length and depth of the activity. I also do not grade many of the in-class assignments the students do, because there are so many of them! Instead, we would just go over them as a class. If I did want to assign a grade, I often just circle the class and do a spot check grade for completion before drawing names and going over as a class. For instance, in this unit, I would notcollect and grade: • Practice: Monohybrid Crosses• Practice: Dihybrid Crosses (I would spot check for 10 pts for completion)• Practice: Heredity Vocabulary• Stations Activity: Investigating Complex Inheritance Patterns (I would spot check for

30 pts that they did each station)• Practice: Complex Inheritance Patterns• Stations: Genetic Disorders (I would spot check for 20 pts for completion)• Practice: Pedigrees• Research and Report: Biotechnology Applications and Implications• Video Questions: GATTACA (I would spot check for 30 pts for completion)

– In general, an activity that lasts only half of a 50-minute class period would usually only be worth about 25 pts. An activity that lasts a full class period or two is usually worth about 50 pts, and an activity that takes more than two class periods to complete would be worth 100 pts. For instance, in this unit I would collect and grade for accuracy: • Practice: Punnett Squares for 40 pts• Activity: Popsicle Stick Babies for 50 pts• Lab Activity: Blood Type Pedigree Mystery for 50 pts• Challenge Stations: Dinosaur Genetics for 50 pts

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Teacher Notes:

Minor Grades = 40% of the student’s overall grade• Daily Quizzes/Bell Ringers = 5 pts per day, usually totaling 25 pts for the week (if there is

one every day)– This is something I have fallen in love with doing, but not every teacher does which is why I

do not include my daily quizzes/bell ringers with this product (if you would like to purchase for this unit, you can find them in my store. They are $5 per unit or cheaper as a bundle.)

– I call my bell ringers “Prime Times” because I believe that the first 5 minutes of class is the most important time of the day. I love that my students are in a routine and come in ready to work as soon as they get to my room because they know they will have a Prime Time.

– If you would like to know more about how I implement these, again, check them out in my store! The gist is that students have 3-5 questions a day on the board when they come in. They use the same sheet of paper each day to write their answers on. I give them 5 minutes at the start of class to answer the questions, then they pass them over and I collect them and grade each day. They count for 5 pts a day. At the end of the week I add up the points based on how many we did and give them a score for the week.

– I grade these for accuracy but I allow students to use their notes. This way I ensure students are writing good notes, keeping up when they are absent, and getting the basics of what we covered the day before. I also like it because I go over the answers as soon as I collect them so I know if the majority of students are getting what we did the day before so I can address issues before we move on to new material. It is my favorite way to check in with each student DAILY to know where they are with the material!!

• Homework = Concept Study Guides = 10 pts each– Biology can be so much memorization, so the most important use of a student’s time at

home (in my opinion) is to be studying. However, most students don’t know how to study! This is why I have students create their own study guides to practice this skill. Here is how I do this: • I divide each unit into 3-6 concepts (Note: This unit has 4 concepts.) Students make a study

guide for each concept and turn them in at different points throughout the unit to be graded for 10 pts each. I return them within a day so they can have them to study for their unit tests.

• For their study guide they must answer all objectives and define all vocabulary on the first page of the packet. They do not have to write anything for the italicized objectives, as those represent skills that would be hard to show mastery of on paper, however they do need to be able to do ALL of the objectives on the assessment.

– All summative assessments provided in this product and future products are aligned with the objectives and vocabulary outlined on the front page(s) of each packet, making this an effective resource to base their study guides off of.

– I do allow them some freedom in this. Some students like to type these, some hand write them. I also encourage students to make them as visual as possible. They shouldn’t write their study guides in paragraph form. I encourage them to make Venn diagrams, tables, and other charts to make their study guides visually appealing – and something they would actually like to study from. I do not show them examples of how to do this, because I want them to find their own method that works best for them!• For instance, a lot of students make flashcards, flipcharts, or use Quizlet (an online flashcard

making tool) for the vocabulary portion. This is great, but I do make them turn these in with their study guide so I can check them. For Quizlet, students just print them out and staple to the back of their objectives.

• To provide guidance for students as they make their first study guide, see the How to Write a GREAT Study Guide document in the Implementation folder.

– I find these especially useful because so much of this course builds upon itself, and I want to encourage my students to really learn material for the long-term, and not just cram it in the night before a test. Because of this, all of my unit tests are cumulative. If students make good study guides, they will be incredibly useful resources for them to reference throughout the year as they review for future tests. It will also be a valuable skill for them to have if they move on to higher education.

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Teacher Notes:

Materials:• Hole-punched copies of packet for each student to put in their binders (or distributed

digital paperless packets to students via Google Drive™ or Microsoft OneDrive™)• Ability to project and use PowerPoints during lecture• Access to technology for activities where students will need to conduct research and

scan QR codes• (optional) Ability to use Google Slides for Challenge Stations: Dinosaur Genetics (also

comes in a paper version)• Printed (and I prefer laminated so that they hold up each year – you won’t regret it!!)

copies of the following (can be found in the Activities folder): – Stations: Genetic Disorders

• 1 set = 5 stations– If you have a larger class, make 3-4 copies of each station so students can

stay spread out.– Stations: Complex Inheritance Patterns

• 1 set = 6 stations– If you have a larger class, make 3-4 copies of each station so students can

stay spread out.– Challenge Stations: Dinosaur Genetics

• 1 set = 8 stations– I include 5 different versions of these stations for differentiation, so I would print

at least 1 of each set!• Materials needed for the Activity: Popsicle Stick Babies

– Popsicle sticks (6 per student) • Alternatively you can use strips of paper, but if you use popsicle sticks, you

can reuse them every year!!– Permanent markers to color them

• General art supplies like computer paper and coloring utensils like markers or colored pencils for the Stations: Complex Inheritance Patterns and the Challenge Stations: Dinosaur Genetics

• Copies of quizzes and tests (I print class sets of tests that students can’t write on so I can reuse them year after year to save copies. Students only get the 3-page answer sheet.)

• (optional) GATTACA video– You can purchase from Amazon here.

• (optional) Headphones (I have students bring their own in when needed, but always like to have a few extra just in case)

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Teacher Notes:

Implementation:Over the next few pages I will be providing commentary for how to implement this unit, based on the unit plans included in the Implementation folder. Be sure to have a copy of the unit plan open or printed out as you read through this so it makes the most sense. For this unit, I use a lot of the same resources for both my CP (on grade level) and Honors students, and just have lower expectations for the assessments for my lower level classes. For general implementation, I give CP students a lot more support and guidance as I teach them, and the honors students are expected to work more independently. If there are any other differences between implementation for both levels, I will include those in the notes. Also, check out the NGSS Alignment document in this folder for tips on how to teach through this unit using NGSS phenomena.

Please use the unit plans and these notes as a guideline for your class. Teaching and plans have to be flexible and be able to be adjusted based on students’ needs. This unit is written to take 28 days, but you can cut out some of the activities, have them do some of the practice at home, do the Genetic Disorder Research Project entirely at home, skip the video days, or use the YouTube lecture videos (links on page 15) to do a flipped classroom style if you need to squeeze it into a shorter period of time. Editable versions of unit plans are provided for that exact reason!

Note: All implementation notes are based off a 50-minute class period. A 90-minute block unit plan is provided in the Implementation folder for reference.

• Day 1: Lecture through Concept 1 Notes, stopping before dihybrid crosses. For the embedded example problems, I like to do them on the whiteboard with my students as they take notes. The answers are in the packet answer key in the Implementation folder, as well as in the “notes section” of the PowerPoint slides. Emphasize how YOU want them to write their ratios (as actual ratios? Fractions? Percentages? I try to include a variety of options in the answer keys). If time after notes, have students start working on their own on the Practice: Monohybrid Crosses.

• Day 2: Students complete the Practice: Monohybrid Crosses. I walk around during this to make sure they are all getting it. We go over as a class after. If time, I may start dihybrid notes. – Side note: I LOVE using popsicle sticks to go over things as a class when calling on

students. At the beginning of the year, I write each student’s name on a stick and I keep a plastic bag (or cup) of sticks for each class. I try to make sure I use this bag to call on every student at least once a class period. I also use this any time I need to make pairs or lab groups so that students know it is completely random!! I would draw popsicle sticks when going over the practice handout.

• Day 3: Finish Concept 1 Notes on dihybrid crosses. Do all of the examples in notes together as a class. Be sure to highlight that if you cross two organisms that are heterozygous for both traits, the phenotypic ratio is always 9:3:3:1. Also highlight how they can eliminate rows and columns in any other dihybrid problem to simplify the solution for themselves. Then have them begin working on the Practice: Dihybrid Crosses. For lower level students, I make them show me after each problem and I “sign them off” if they are correct. This way they don’t do an entire page wrong. Anything they don’t finish in class I have them finish for homework.

• Day 4: I would check the Practice: Dihybrid Crosses for completion during my Prime…

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Teacher Notes:

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Unit Plans (+ editable versions) for both CP and Honors

Includes 50-minute and 90-minute pacing

49-page CP Packet with all student handouts for the entire unit

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The cover page of the packet splits the unit into 4 concepts: Mendelian genetics, complex inheritance patterns, mutations and pedigrees, and

genetic engineering. Each concept is broken down into objectives and vocabulary that students will use to create study guides from. An

editable version of this cover page is included for you to customize for your class!

51-page Honors Packet with all student handouts for the entire unit.

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The cover page of the packet splits the unit into 4 concepts: Mendelian genetics, complex inheritance patterns, mutations and pedigrees, and

genetic engineering. Each concept is broken down into objectives and vocabulary that students will use to create study guides from. An

editable version of this cover page is included for you to customize for your class!

Along with practice, activity overviews, and lab investigation handouts, the packets also include Cornell

note outlines that go along with each PowerPoint.

Cornell Notes leave a margin for students to highlight terms and write questions as they go back and study their notes. Cornell Notes also leave room at the end of notes for students to summarize what they learned. The CP summary sections

have questions to help them summarize.

Sample Concept 1 Notes: Mendelian Genetics Cornell Note outline

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Packet includes student handouts for:Popsicle Stick Babies Lab Activity

Complex Inheritance Patterns Stations ActivityBlood Type Pedigree Mystery Lab Activity

GATTACA Video Questions

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Popsicle Stick Babies

Lab Activity sample

Blood Type Pedigree Mystery

Lab Activity sample

GATTACAVideo

Questionssample

ComplexInheritance

Patterns QR Code Stations sample

Packet includes student handouts for:5 Genetic Disorder QR Code Stations

Genetic Disorder Research ProjectResearch and Report Biotechnology Applications and

Implications

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Genetic Disorder Research Project sample

BiotechnologyResearch and

Report Activity sample

Genetic Disorder QR Code Stations

sample

Also included in this unit:6 Dinosaur Genetics Challenge Stations

Practice for monohybrid and dihybrid crosses, pedigrees, vocabulary, and more!

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Dinosaur Genetics Challenge Stations

sample

Practice samples – more included in student packet!

Includes access to Paperless Digital versions of the student packets that can be used in Google DriveTM or Microsoft OneDriveTM

Perfect for teachers in 1:1 classrooms, looking to integrate more educational technology, or go PAPERLESS! Get all of the same content, organization, and ease of the paper packets, without all of the copies!

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8 Powerpoints of NotesCovering 4 different concepts, CP and Honors version for each

Over 75 slides, all with editable textFully animated presentations in slide show mode

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PLUS check out my YouTube channel for lecture videos that go with each set of notes!

Sample slides from Concept 1 Notes: Mendelian Genetics

Sample slides from Concept 2 Notes: Complex Inheritance Patterns

8 Powerpoints of NotesCovering 4 different concepts, CP and Honors version for each

Over 75 slides, all with editable textFully animated presentations in slide show mode

©It’s Not Rocket Science

PLUS check out my YouTube channel for lecture videos that go with each set of notes!

Sample slides from Concept 3 Notes: Mutations and Pedigrees

Sample slides from Concept 4 Notes: Genetic Engineering

2 Punnett Square Quizzes4 Multiple Choice and Open Response Tests

CP and HonorsVersions A and B for both

(MC rearranged to prevent cheating)

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Honors Unit 5 Test sample

CP Complex InheritanceQuiz sample

Detailed Answer Keys+ Editable Versions of all assessments are included!

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NGSS Alignment Overview

This 2-page document is a helpful resource for teachers who are using the Next Generation Science Standards* while they teach an

underclassmen Biology course. It organizes the various instructional methods to show alignment of the unit to high school life science DCIs, as well as the incorporation of science and engineering practices and

crosscutting concepts.

This document also includes a list of suggested phenomena teachers can use to develop storylines for their classes, based on their students’ interests. Tips for transitioning to NGSS can be found on my blog here.

Tips for using phenomena can be found here.

*Note: NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the

production of this product, and do not endorse it.

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Distance Learning Tips

In light of current circumstances, I recently added a 2-page document with tips for teaching this class virtually. Although the unit wasn’t specifically written to be

taught in a distance learning or homeschool setting, many of the resources can still be used and/or adapted in some way to fit either of these two types of

classrooms. The YouTube lecture videos and paperless digital version of the student packets are especially helpful for teachers who are transitioning between

virtual and in-person teaching, as they help to maintain consistency and organization for the students.

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This unit is a part of my FULL YEAR Biology Curriculum Bundle:

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